Modelling Teaching in Mathematics Teacher Education and the Constitution of Mathematics for Teaching

Abstract

Summary: The quality of primary and secondary school mathematics teaching is generally agreed to depend crucially on the subject-related knowledge of the teacher. However, there is increasing recognition that effective teaching calls for distinctive forms of subject-related knowledge and thinking. Thus, established ways of conceptualizing, developing and assessing mathematical knowledge for teaching may be less than adequate. These are important issues for policy and practice because of longstanding difficulties in recruiting teachers who are confident and conventionally well-qualified in mathematics. Introduction: Mathematical knowledge in teaching / Tim Rowland and Kenneth Ruthven -- Part I. Conceptualising mathematical knowledge in teaching: Coceptualising teachers' mathematical knowledge in teaching / Marilena Petrou and Maria Goulding -- Knowing and identity: a situated theory of mathematics knowledge in teaching / Jeremy Hodgen -- Changed views on mathematical knowledge in the course of didactical theory development: independent corpus of scientific knowledge or result of social constructions? / Heinz Steinbring -- Teaching mathematics as the contextual application of mathematical modes of enquiry / Anne Watson and Bill Barton -- Conceptualising mathematical knowledge in teaching / Kenneth Ruthven -- Part II. Understanding the cultural context of mathematical knowledge in teaching: The cultural location of teachers' mathematical knowledge: another hidden variable in mathematics education research? / Paul Andrews -- How educational systems and cultures mediate teacher knowledge: 'listening" in English, French and German classrooms / Birgit Pepin -- Modelling teaching in mathematics teacher education and the constitution of mathematics for teaching / Jill Adler and Zain Davis -- Audit and evaluation of pedagogy: towards a cultural-historical perspective / Julian Williams -- The cultural dimension of teachers' mathematical knowledge / Andreas J. Stylianides and Seán Delaney -- Part III. Building mathematical knowledge in teaching by means of theorised tools: The knowledge quartet as an organising framework for developing and deepening teachers' mathematics knowledge / Fay Turner and Tim Rowland -- Learning to teach mathematics using lesson study / Dolores Corcoran and Sandy Pepperell -- Using theories to build kindergarten teachers' mathematical knowledge for teaching / Dina Tirosh, Pessia Tsamir, and Esther Levenson -- Teachers' stories of mathematical subject knowledge: accounting for the unexpected / Julie Ryan and Julian Williams -- Building mathematical knowledge in teaching by means of theorised tools / José Carrillo -- Conclusion / Kenneth Ruthven and Tim Rowland.